one world pcs application 3.5.13

8/11/2019 One World Pcs Application 3.5.13

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One World Public Charter School

The main hope of a Nation lies inthe proper education

of its youth.Erasmus

District of Columbia Public Charter School BoardCharter School ApplicationSubmitted by: One World Public Charter SchoolMarch 1st, 2013


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TABLE OF CONTENTS

Applicant Information Sheet.p3Executive Summary.......p4

Proposed Plans

A. Educational Plan...TAB A1. Mission and Purpose .....p62. Academic and Non Academic Goals....p143. Student Academic Achievement Expectations..p204. Charter School Curriculum......p215. Graduation/ Promotion Requirements..p386. Support for Learning...p39

B. Business Plan.TAB B1. Planning and Establishment...p532. Governance and Managementp623. Finance.p694. Facilities.......p725. Recruiting and Marketing...........p74

C. Operations Plan..TAB C1. Student Policies and Procedures.p782. Human Resource Informationp813. Arrangements for Meeting District and Federal Requirementsp874. Implementation of the Charterp90

Forms and Required Documents

D. Certifications (Assurances Form)........TAB D

E. Budget.......................TAB E

F. Rsums, Board Member Agreements, and Statements of Interest andQualifications................TAB F

G. Conflict of InterestTAB G

H. Demographic Analysis.......TAB H

I. Required Documents...........TAB I

J. Curriculum Sample..TAB J


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APPLICANT INFORMATION SHEET

Request for Approval:This application is a request to establish and operate a Public Charter

School as provided in the District of Columbia School Reform Act of 1995, as amended.Name of Proposed Charter School One World Public Charter School

Name of Entity Applying for Charter Status Dr. Rickey Payton Sr.

Contact Person Marta del Pilar Lynch

Address 4200 Wisconsin Avenue, NW, Ste. 106-255, Washington, DC 20016

Daytime Telephone 202-716-2910 E-mail [email protected] 301-565-2788

Name of Person Authorized to Negotiate Marta del Pilar Lynch(Must be member of local founding group and not serving as a consultant or affiliated with aneducational service provider.)

Authorized Signature ______________________________________________________Proposed Start Date August 27, 2014 Proposed Year 1 Budget $1,767,260

Start Up InformationFirst-Year Enrollment: From age/grade 10 yrs/5th to age/grade 14 yrs/8th Number ofstudents 100Year Five Enrollment: From age/grade 10 yrs/5th to age/grade 14 yrs/8th Number ofstudents 300

Location of school: 19thStreet Baptist Church4606 16th Street N.W. Washington, DC20011

Names of Organizations Involved in Planning (if applicable): Sidwell Friends Schools, UrbanNation Performing Arts Academy, George Washington University

Name of Educational Service Provider (if applicable): Na

Type of Application (Check One)Conversion of Existing Public School Conversion of Existing Private School XNewSchool If conversion, name the school being converted: Do you wish to retain the existingschool site? Yes No

LEA Status: Will the school elect to be treated as a Local Education Agency (LEA) forpurposes of Part B of the IDEA and Section 504 of the Rehabilitation Act of 1973? XYesNo


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One World Public Charter School Executive Summary

The mission ofOne World Public Charter Schoolis to develop critical thinkers who addressglobal social, economic, and environmental conditions via artistic expression and rigorous academic

discourse. The school will service 5ththrough 8thgrades and will be located in Northwest DC but willserve all Wards in Washington DC. The School will offer an extended day and year program toimplement Individualized Learning Plans (ILP) that incorporate a multiple intelligence framework.In addition to the movement toward Common Core Standards, social-emotional, artistic and oralexpression skills will be assessed to inform instructional practices that ensure high academicperformance. The mission of One World Public Charter Schoolis embodied in the acronym E.A.R.T.H.E: Eco friendly & Environmental ActivismA: Arts InfusionR: Rigor and ReflectionT: Technology DrivenH: Home Integration

Instructional MethodologyCooperative Learning and Howard Gardners theory of Multiple Intelligence serve as the

foundation of One World Public Charter Schools educational philosophy. Multiple intelligence-basedclassrooms empower students to engage actively in their own learning processes and subsequentlydemonstrate higher academic performance. It also provides educators with the framework toaccommodate the needs of diverse students; therefore, intelligence profiles inform curricula alignmentand pedagogical practices. The instructional methodology will follow the five basic elements ofCooperative Learning: 1) Positive Interdependence, 2) Individual and Group Accountability, 3)Interpersonal and Small Group Skills, 4) Face-to-Face Promotive Interaction, and 5) GroupProcessing. This instructional methodology attains the following:

Full Participation- All students are contributing team members via active dialogue. Trust- Students trust that each member will add value to the project. Open Communication- Students contribute ideas, provide feedback constructively, ask for

clarification on anything that might be confusing, provide frequent updates, and listen to eachother carefully.

Social/Business Balance Students develop interpersonal skills by balancing productivitywithin a group setting.

Data Driven Instruction & Individualized Learning PlansDuring the first two weeks of every school year, all students will engage in a series of internal

assessments in order to develop Individualized Learning Plans (ILP) to maximize teaching and

learning potential. The assessment data will create a learning profile that will produce individual,group, and whole class learning reports that will support multiple intelligence classrooms andcooperative learning instructional methodology and that will target students for remediation andhigher achievers. The assessment tools that will be utilized are Measures of Academic Progress(MAP), Myers-Briggs Indicator Test, and Learning Style Inventories.


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Measures of Academic Progress (MAP): Fully adaptive tests that produce a true measure of student growth and achievement Student growth that can be measured over time from kindergarten to high school Aggregated Data that meets the needs of decision makers at all levels Create instructional groupings, determine place, predict proficiency on high stakes tests and

more

Myers-Briggs Indicator Test: Used to identify learning preferences and educational implications

Learning Style Inventories: Used to evaluate the student's general skills at processing information, perceptual responses,

orientations and preferences, and written language skills

In addition to One WorldPublic Charter Schools series of internal assessments that determine theabove data, the School will also assess students oral and artistic expression skills in their Art Clinics:Music, Visual Arts, Dance, and Theater. One World Public Charter School will contribute significantly tothe field of Education by combining Howard Gardners multiple intelligence model with theincorporation of artistic expression into the data of Individualized Learning Plans (ILP). The data willcapture these components of Gardners model:

Visual/spatial (is artistically or spatially perceptive) Bodily/kinesthetic (excels at tasks that require physical movement) Musical (perceives and/or expresses musical forms and patterns) Linguistic (uses words effectively) Interpersonal (responds well to others) Intrapersonal (is reflective and inner-directed)

The implementation of ILPs will define learning environments, instructional methodology,professional development, student support services, behavioral policy, and overall school culture. Adefining feature of One World Public Charter Schoolis the incorporation of families into discussions ofthe ILPs. One World Public Charter Schools Instructional Staff and Leadership Team will conduct bothschool workshops and at-home visits to discuss each students ILP with the families. Homeintegration is a premise of the School because families are empowered to assist in the Schools missionof increased academic performance. To increase student literacy, vocabulary acquisition, artisticexpression, and mathematical skills, the School will provide families with family-based activities anddirect them to relevant websites and community resources.

School Culture

There are three interconnected components of One World Public Charter Schools philosophy, whichestablishes the schools culture and ensures the success of every child:i. By clearly understanding the Schools standards and expectations, students become self-reliant, self-

directed, self-assessing learners.ii. By thoroughly understanding the data that marks their child's growth and progress, parents assume a

greater role in their child's learning.iii. By having access to multifaceted assessment data of student learning, teachers, administrators, and board

members develop and monitor school policies and practices in the interests of the students.


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A. EDUCATIONAL PLAN

1. MISSION AND PURPOSE OF THE PROPOSED PUBLIC CHARTER SCHOOL

It is time for teachers as impassioned moral change agents to fight for the positive preconditions that

will shape the profession for the next era; an era in which the learning of teachers will becomeinextricably bound. to the learning of those they teach.

-Michael Fullan & Andy Hargreaves, Whats Worth Fighting for in Your School

We, in the 21st century, are witnessing and experiencing the repercussions of a shifting

paradigm in our natural resources, our socio economic conditions, and in education. This

generation is adversely affected both by the lack of investment in education and by the social

challenges they experience: the result is their sense of disenfranchisement, and so they divest

from education. In order to address these ever changing and urgent circumstances, One World

Public Charter Schoolwill create a model that interconnects the destiny of students, families,

school, and community.

a. Mission and Philosophy

The mission of One World Public Charter Schoolis to develop critical thinkers who

address global social, economic, and environmental conditions via artistic expression and

rigorous academic discourse. An internal assessment model will inform instructional

methodology that will address individualized learning needs in order to maximize academicperformance.

The premise of One World Public Charter Schools philosophy is that 21stcentury

education mustbe defined by interconnectedness, which motivates learning and contributes to

positive change through rigorous dialogue, reflection, and action. Our students will be provided

with opportunities to see themselves on a continuum of lifelong learning that improves

humanity. As global citizens and emerging scholars, our students will study and experience

World Literature, Histories, Languages, Math, Science, and Arts to expand their perspectives

and cultivate cultural awareness. This concept of education as limitlessversus limitingwill fuel

the learning outcomes by establishing an environment that stimulates creative inquiry.


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b. Educational Needs of the Target Student Population

In 2010, the Census Bureau released statistics on poverty in Washington DC, stating that

forty-three percent of African American children living in Washington, DC live in poverty.

That percentage is up from 36% in 2008 and 31% in 2007. In Defeat Povertys ten-year

campaign, it was identified that: nearly 1 in 2 children under 18 in the District is at risk of

hunger; 24% of single adults with children are unemployed; and 21% of women living in the

District live in poverty.1Therefore, One World Public Charters Schooltarget student population

will be predominantly Title One recipients who receive free and reduced lunches. In addition,

one-tenth of the prospective student population will be special needs students who receive less

than 20 hours of inclusionary service.

One World Public Charter Schoolwill admit 100 students in grades 5th-8thgrades from the

Washington DC metropolitan area. In compliance with the District of Columbia Public SchoolSystem, the School will serve all scholars without discrimination based on race, color, marital

status, national origin, national ancestry, sex, age, religion, disability, or sexual orientation, as

well as any other basis protected by federal, state, or local law or ordinance. The feeder

elementary schools will be: Latin American Montessori Bilingual, Potomac Lighthouse PCS,

Two Rivers PCS, Inspired Teaching PCS, Yu Ling, and Washington Latin. Based on the

Demographic Analysis Form included in Appendix C, the 16th Street NW corridor has only

one middle school performing at the Tier One level Washington Latin PCS, which is in high

demand. The 16thstreet corridor from Colombia Rd. to Shepard Park has a diversity of

students both culturally, linguistically, and social-economically. One World Public Charter

Schoolsmission and philosophy will address this need for a high performing middle school by

providing a global curriculum, highly qualified teachers, and a 21stcentury educational

framework.

1 Poverty statistics continued Disturbing statistics were released by the Census Bureau yesterday. Retrieved

September 15, 2012, http://defeatpovertydc.org/poverty-in-dc/povertys-impact/empower-our-families/.


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The Deputy Mayor for Education commissioned the Public Policy and Research

Department of IFF to conduct an analysis of the geography of school quality in the District of

Columbia. This report outlined a supply and demand analysis of middle schools, sixth to eighth

grades. Findings were the following:

The commute pattern shows that several Tier 1 charter schools draw students fromlower need neighborhoods to higher priority neighborhood clustersreversing theDistrict trend of students from high-priority neighborhood clusters contributing toovercrowding in schools in low-priority neighborhood clusters.

Of the Tier 1 schools serving students in grades 6-8, five passed AYP threshold. For grades 6-8, the district-wide improvement slope was two percent in math and

negative one percent (declining) in reading. In reading, the percent of students testing at or above grade level has remained flat with

45 percent in 2007, a peak of 54 percent in 2009 and a decline to 46 percent in 2011.2

This data reinforces the need for high performing middle schools in the District. One World

Public Charter Schoolintends to reverse these negative, downward trends and draw students

from all wards to the 16thStreet corridor.

A study called Quality Schools: Every Child, Every School, Every Neighborhood analyzed

school location and performance in Washington, DC, further exemplifying the need for quality

seats in Ward 4 where OneWorld Public Charter School will be located. The conclusions are as

follows:

To serve all 60,248 students in the DCPS and charter schools, the system needs 39,758

performing seats: 21,164 seats for kindergarten through fifth grade; 6,997 for sixththrough eighth grades; and 11,597 for ninth through twelfth grades.

Sixty-eight percent of the need for these performing seats is located in tenneighborhood clusters. In the Top Ten, only 25 percent of 6-8 grade students have aperforming seat, resulting in a need for 5,302 grades 6-8 performing seats.

The lack of performing capacity in the Top Ten results in a need for 13,297 performingK-5 seats and 8,471 performing 9-12 seats.

The study is clear in that there is a great need for quality seats in Wards 4 and 8. Of the39 clusters identified in the study where the greatest need is, five are in Ward 8 and fourare in Ward 4.

The majority of schools, and in particular in Ward 8, are underserving the studentpopulation for grades 6-12 and there is clearly a need to add additional quality seats atthe secondary level.3

2Quality Schools: Every Child, Every School, Every Neighborhood, Retrieved September 15, 2012, fromhttp://dme.dc.gov/DC/DME/IFF+Needs+Assessment+Report.3Quality Schools: Every Child, Every School, Every Neighborhood, Retrieved September 15, 2012, from

http://dme.dc.gov/DC/DME/IFF+Needs+Assessment+Report.


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The Achievement gap separating public schools in the Districts poorest neighborhoods

from those in its most affluent has narrowed slightly in some instances but continues to be

extensive. An analysis of 2011 test score data show Children in Ward 7 and 8 schools trailed

their Ward 3 peers in reading and math pass rates by huge margins from 41 to 56

percentage points on this years D.C. Comprehensive Assessment System exams. The tests

are given annually to students in grades 3 through 8 and 10. These studies inform the

demographic analysis that justifies the chosen location and targeted population of OneWorld

Public Charter School

c. Educational Focus

The Educational Focus of One World Public Charter Schoolwill be based on the

development of Individualized Learning Plans (ILP) guided by 21st century curricula and

international best teaching practices. Each aspect of the educational focus will support high

performance by maximizing students individual potential using assessment data to inform

instruction. Multiple intelligence classrooms will facilitate rigorous exploratory learning that

builds student achievement through collaborative work and active discourse. Cross curricular

connections and culturally relevant curriculum will provide the framework for developing

higher order thinking skills. Instruction will be mission driven to cultivate students

understanding of local, national, and global conditions in order to expand their perspective,

facilitate future contributions, and create authentic learning experience. Students will also beprovided opportunities for service learning, international travel and exploratory learning, and

artistic presentations via partnership with local universities, Sidwell Friends School, Food

Bank, Urban Nation Academy, Kennedy Center, and Hope House.

Educational Objectives

One World Public Charter School will develop graduates that are:

Environmentally Aware: Our students will be actively involved in the dialogue,

practice, and advocacy of environmental issues concerning environmental sustainability. Artistic:Our students will be exposed to the complexities of art from theater, music,

dance, and visual arts both in theory and in practice in order to cultivate self-expression,self-discipline, and creativity.

Rigorous and Reflective:Our students will be exposed to 21stcentury curricula thatpromote self-insight and engagement within the global community to create lifelonglearners and critical thinkers.


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Technologically Driven: Our students will be technologically driven via instructionalintegration and fluency in 21stcentury skills.

Home Integration: Our students will be accountable to self, family, school, community,and world by maintaining academic excellence and service.

Learning EnvironmentThe learning environment will be reflective of the Schools mission which promotes a

well-ordered and safe school climate, the achievement for allstudents, and the utilization of

technology to maximize learning. The physical condition of the learning environment is

integral to the delivery of the curricula and an authentic learning experience. Research shows

that there are ecological factors that contribute to academic achievement. Lackey summarizes

this argument by stating the physical setting, the school building, is undeniably an integral

part of this ecological context of learning (Lackey, 1999). Consequently, the learning

environment itself must reflect literacy rich standards, critical thinking, and Blooms Taxonomy

skills. The environment for learning will be cognitively challenging whereby students express

themselves in safe spaces where dialogue becomes rigorous and reflective. Students are then

able to work in an atmosphere free from oppressive behavior where achievement is celebrated.

Tableman supports this notion by stating

The physical condition of the institution is a contributing factor to the schoolclimate which effects both academic performance and behavior of students.School climate reflects the physical and psychological aspects of the school that

are more susceptible to change and that provide the preconditions necessary forteaching and learning to take place (Tableman, 2004).

Extended Day and Year

The school will offer an extended day program from 8:00 am-4:30pm and an extended

year of 200 days plus an additional twenty days for below basic students. The extended day and

year provide additional time for content, remediation, and arts enrichment for students, as well

as professional development for the instructional staff. In an article entitled, U.S. Falls In

World Education Rankings, Rated 'Average', the three-yearly Organisation for Economic Co-

operation and Development (OECD) Programme for International Student Assessment (PISA)

Report compares the knowledge and skills of 15-year-olds in seventy countries around the

world, ranking the United States 14th out of 34 OECD countries for reading skills, 17th for

science and a below-average 25th for mathematics. In order to address the increasing

achievement gap nationally as well as globally the extended day and year program will provide


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additional contact hours for more in-depth learning experiences. The additional summer

program in August will allow for several in-house assessments to be conducted, as well as to

define school culture, develop community building skills, and to communicate the assessment

analysis to families.

21stCentury Curricula & Skills

The educational philosophy, curricula, and instructional methodology of One World

Public Charter School will address the paradigm shift in education which challenges the concept

of an interconnected reality in the 21stcentury.

One of the greatest impediments to the provision of a meaningful education isnot a lack of good programs, or innovation, or good teachers, but a lack of up todate perspectives. Old world-views have not only out lived their usefulness; they

are detrimental to further progress. 21st

century education needs a more holisticworld-view. We need a leaner centered education system built on explicitassumptions of connectedness, wholeness and being (Miller, 2009).

The mission of the school will provide the platform to develop students of the new millennium

in a clear context with complementary skills. The critical attributes of 21stcentury education

are:

Integrated and Interdisciplinary Global Classrooms, Globalization 21stCentury Skills Technologies & Multimedia Relevant, Rigorous and Real-world content Adapting to and Creating Constant Personal and Social Change, and Lifelong Learning Project-Based & Research-Driven Student-Centered

How Scholars Learn

One World Public Charter School seeks to promote cooperative learning standards,

multiple intelligence classrooms, and Individualized Learning Plans that will provide data to

inform instruction. Instruction will be cross curricular, project based, and culturally relevant in

order to develop real world authentic learning experiences. Content and skills necessary for the

21stcentury will create discourse that is meaningful and will translate to service learning and

artistic opportunities on a local and global platform. In addition, learning will be a multi-

leveled, experiential quest for discovery and meaning whereby both the students and teachers

learn and grow together.


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One World Public Charter Schoolsclassrooms will promote active learning, research-

driven inquiry, higher Blooms Taxonomy analysis, student-centered dialogue, and

collaborative opportunities. In order to address the needs of the entire student population, One

World Public Charter Schoolsinstructional model will position a Content Specialist in every

classroom along with a Learning Specialist. This model will provide inclusionary services for

special needs students, additional expertise on best instructional practices, and collaborative

planning sessions which will support delivery and differentiation of the curriculum and

instruction. The development of the schools curricula will be founded on the seven survival

skills for the 21stcentury advocated by Tony Wagner in his book, The Global Achievement Gap:

Critical Thinking and Problem Solving Collaboration across Networks and Leading by Influence Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination 4

How Scholars are Assessed

During the first two weeks of every school year, all students will engage in a series of

internal assessments in order to develop Individualized Learning Plans (ILP) that will

maximize teaching and learning potential. The assessment data will create a learning profile

that will produce individual, group, and whole class learning reports in order to inform

multiple intelligence classrooms, cooperative learning instructional methodologies, and that

will target students for remediation and high achievement. The assessment tools that will be

utilized are:

Measures of Academic Progress (MAP) Fully adaptive tests that produce a true measure of student growth and achievement Student growth that can be measured over time from kindergarten to high school Aggregated Data that meets the needs of decision makers at all levels Create instructional groupings, determine place, predict proficiency on high stakes testsand more5

4Wagner, T. The Global Achievement Gap. Retrieved September 3, 2012, from

http://www.tonywagner.com/resources/the-global-achievement-gap5Northwest Evaluation Association. Retrieved September 15, 2012, from http://www.nwea.org/node/98.


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Myers-Briggs Indicator Test Used to identify learning preferences and educational implications6

Learning Style Inventories Used to evaluate the student's general skills at processing information, perceptual

responses, orientations and preferences, and written language skills7

In addition to One WorldPublic Charter Schoolsseries of internal assessments, students will

engage in a series of art clinics that will assess oral and artistic expression skills in music,

visual arts, dance, and theater. One World Public Charter School will contribute significantly to

the field of Education by combining Howard Gardners multiple intelligence model with the

incorporation of artistic expression into the data of Individualized Learning Plans (ILP). The

data will capture the key components of Gardners model.

The implementation of Individualized Learning Plans will define learning environments,

instructional methodology, professional development, student support services, behavioral

policy, and overall school culture. One World Public Charter Schoolteachers and administrators

will provide school and at-home counseling to discuss each students Individualized Learning

Profiles. The integration of home into the discourse of data empowers families to assist in the

Schools mission of increased academic performance. Parents will receive information on

family-based activities, sites, and community resources that increase literacy, vocabulary

acquisition, qualitative and quantitative skills, and artistic expression. The Diagram belowtitled How Student Performance Data May be Used by Others, provides a visual

representation of how the streamlining of data to all stakeholders will help academic

performance, effect school-wide curriculum and assessment, and provide a communal approach

toward achievement.

6Myers Briggs Foundation. Retrieved September 15, 2012, from http://www.myersbriggs.org/my-mbti-personality-type7Overview of Learning Styles. Retrieved August 5, 2012, from http://www.learning-styles-online.com/inventory.


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Palaich, Griffin, & Ploeg (2004). State education data policies that increase learning and

improve accountability. NCREL No. 16, June.

2. GOALS

In order for One World Public Charter Schoolto accomplish the mission of developing

critical thinkers who excel academically as well as artistically, both academic and non-academic

goals will be established, monitored, and reviewed by all stakeholders. The Schools Board,

focus groups, consultants, parent and student body, along with educators from top performing

schools will continuously evaluate goals across the school year. The Leadership Team will

conduct a process of rigorous self-assessment by gathering and analyzing information from

many areas of reliable data to identify strengths and areas for development. The data will

provide a baseline from which progress will be measured. The One World Public Charter Schools

action plan will be substantiated by the data, and the accuracy, rigor and relevance of the self-

assessment will determine planning to address the needs and priorities of the School.


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There are four stages of this self-assessment process: 1) gathering data, 2) analyzing data, 3)

sharing data with the Schools stakeholders, and 4) analyzing the data to identify the priorities

for the action plan. The Schools self-assessment process will compile all of the preliminary data

and statistical analysis from the stakeholders feedback. The following prompts will serve as the

guiding questions toward reviewing and achieving both the Academic and Non-Academic

goals;

Parent Association: How effective is the quality of teaching in ensuring high qualityprogress and achievement? How effective is our school in establishing a high qualitypartnership with parents, other schools and the community? How well does theschool help us to help our child learn? How distinctive is our school?

Board of Directors: How effective is our school overall? How effective is our schoolin providing relevant and appropriate curriculum for all students, grades and subgroups? What does our monitoring show about teaching and learning? How effective

is our school in ensuring high quality achievement for students in all grades,especially in the core grades?

Leadership Team: How effective is our school in creating a high quality learningenvironment?

Instructional Staff: How effective is our school in ensuring high quality leadershipand management?

All inputs arising from these discussions would be circulated, discussed in focus groups,

and used as assembly discussion points. These inputs will be triangulated with substantial data,

both qualitative and quantitative sources, such as quarterly analysis, minutes from focus

groups, and surveys, as well as external and internal assessment data.

a. Academic Goals

Academic and non-academic goals have been developed to reflect the mission of the

School, which addresses high expectations of achievement as supported by programmatic

structures and organizational targets.

1. Above 90 % Completion of Passion Project upon 8thGrade Graduation

The Independent 8thGrade Passion Project will require students to take charge of their

learning. Students will research and investigate a project of their choice. The following are

required:


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Assigned Advisor Formal project proposal Process journal of ideas, information, tasks, and reflections Scheduled meetings with Staff Advisor Quarterly tasks with deadlines

After-school work sessions with specialists in research, media, arts, web Formal presentation to review panel Reflection composition based on process journal Academic showcase exhibition

2. 99% Student Promotion

All One World Public Charter Schoolscholars must demonstrate a strong foundation before

advancing to a higher grade via academic performance. All scholars must meet the

requirements for promotion outlined in the School Handbook. Scholars must receive a C- or

higher in all core subjects, maintain 90% or higher attendance rate, and complete fifty hours of

community service.

3. 100% Development of Individualized Learning Plans for All Students

One World Public Charter SchoolsLeadership Team in conjunction with the Instructional Staff

will complete Individualized Learning Plans for the entire student body. Internal assessments

will be conducted to provide individualized student profiles, which will enable data-driven

instruction for the school year and will inform parents.

4. Above State Average on DCCAS Scores in Reading and Math

One World Public Charter Schoolstudents will demonstrate a significant increase in achievement

in Math and Reading on the DC CAS test. The student body will meet or exceed the state

average Reading and Math proficiency levels as assessed by the DC CAS.

5. 80% of Student Population on Honor Roll by the 4thQuarter

One World Public Charter Schoolscholars will be held to a rigorous academic standard. At theend of every quarter, students will be assessed and acknowledged on a visible, academic

achievement board, at assembly, on announcements, and on the Honor Roll. Collective

Achievement is the mission of the School; therefore, by the end of the fourth quarter, the goal is

to have 80% of the student body on Honor Roll.


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b. Non-Academic Goals

1. Attendance and Re-Enrollment Rate

95% attendance and re-enrollment rate will demonstrate students and family satisfaction with

the Schools mission and an investment in increasing student academic performance.

2. Completion of 50 hours of Service Learning Activities

One World Public Charter School requires 50 hours of service learning for graduation. These

activities align with the mission of the School to improve the quality of life of the student,

community, nation, and world.

3. 100% of Student Participation in Extracurricular Activities

Students will participate in Art clinics for1 hours four days a week in Theater, Arts, Dance,

and Music.

4. Participation in Two Community Performances

Students will participate in two community performances both to develop artistic expression

and oratory skills, and to cultivate self-expression and aesthetic literacy.

c. Organizational Goals

1.

80% Teacher RetentionTeacher retention is the corner stone of organizational stability, parent satisfaction, and

student performance; therefore, maintaining teachers who support the mission of the School

will provide fortitude and consistency, and will establish long term positive relationships with

students and families.

2. 90% Parent, Teacher, and Student Satisfaction with the School

In order to maximize stakeholder involvement, 90% of parent, teacher, and student satisfaction

will be demonstrated.

3. 80% Teacher Certification

To meet No Child Left Behind standards of highly qualified teachers, 80% of the Instructional

staff will have completed all aspects of licensure.


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4. 100% Participation in Teacher Professional Development

All Instructional Staff will participate in a yearly professional development program that will

address contemporary best practices for 21stcentury education. In addition, each teacher will

have an individualized professional development plan that will be based on clinical observations

and current competencies.

5. 80% Attendance in Parent Teacher Conferences

One World Charter Public Charter School will demonstrate over 80% attendance for Parent

Teacher conferences to ensure accountability and to support increased academic performance.

6.

80% Board Meeting AttendanceThe function of the Board is to maximize accountability, utilize resources and expertise, and

initiate and monitor strategic planning; therefore, consistency of attendance will demonstrate

commitment to all stakeholders and the success of the School.

7. 80% PTA Membership

An active PTA provides a platform for discourse between parents, leadership, and instructional

staff, which further supports the success of every scholar and the integrity of the School.

d. Further Discussion around Goals

Academic and Non-Academic goals will be monitored by the Leadership Team, and

monthly reports to the Board will provide a measure of accountability. The instructional staff

will provide the baseline data and communicate to parents via the Individualized Learning

Plans during parent teacher conferences. The annual goals, such as the completion of Passion

Projects upon graduation, DC CCAS assessments, promotion / attendance/ and re-

reenrollment rate, will be reported via internal audits of school performance. In addition, PTA

membership, Board attendance, and parent teacher conference attendance rosters will confirm

that attainment of goals. Additional reporting will be done based on the requirements of DC

Public Charter School Board by the Leadership Team.


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Modelling data use in schools is critical for academic performance, operations and

reporting, and strategic planning. Here is one model of data use:

Instructions: Explore the elements and discuss it in relation to your own institution. Try to

suggest measures that will reduce the inhibiting effect of influencing factors. For example, you

might decide to make use of data a priority in your school and develop staff training that

enhances statistical knowledge and skills.

Source: Verhaeghe, G., Vanhoof, J., Valcke, M., & Van Petegem, P. (2009).


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3. STUDENT ACADEMIC ACHIEVEMENT EXPECTATIONS

a. Guidelines for Eligible Applicants Electing to Use the PMF in Setting Student

Academic Achievement Expectations

The Public Charter School Board description of the purpose of the Performance Management

Frameworkis:

To provide a fair, complete picture of a schools overall performanceusing common indicators. The framework will allow the PCSB to evaluateschools in a systematic and fair manner. Schools are measured and earn points infour different categories: student progress over time, student achievement,gateway measures, and leading indicators.

In addition to the internal assessments and auditing that will be conducted by the Leadership

Team and Board, One World Public Charter Schoolwill be evaluated under the PMF framework

in order to be accountable to our stakeholders for being a high performing Tier 1 school. ThePMF framework will be an additional layer of accountability that will provide data for policy

and procedures, short and long term institutional goals, and strategic planning.One World

Public Charter School will be using the PMF in setting student academic achievement. Each

indicator is allotted the points as indicated below. A school earns these points based on the

overall percentage of students who score proficient or advanced as it relates to the achievement

and gateway indicators. Growth is measured using Median Growth Percentile, and two data

points for each student is needed. A school receives its Tier ranking based on the total

percentage of points possible.8

PMF Framework: Grades measured: 5th8th

Student Progress (40 points): Academic improvement over time

Student achievement and growth will be measured in each subject area and within eachgrade span. In addition, growth on DC-CAS Reading and Mathematics over time will becompiled.

8Public Charter School Board (2012, November 7).Charter Board Releases 2012 Performance Management

Framework (PMF) Results and New Parent Guide. Retrieved August 15, 2012, fromhttp://dcschoolreform.org/content/charter-board-releases-2012-performance-management-framework-pmf-results-

and-new-parent-guide.


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Student Achievement (25 points): Meeting or exceeding academic standards

Student achievement will be based on: the results on the state assessment DC CAS for our student population and specifically

students with disabilities, measured as percent proficient, percent advanced; results on the Schools chosen assessment measure, such as NWEA;

individual student growth on the state assessment and/or the proposed schools chosenassessment measure for students who have taken the DC CAS more than once(measured as median growth, or movement between categories such as Basic toProficient);

specific measures of academic proficiency using widely used normed assessments fornon-tested grades.

Gateway (15 points): Outcomes in key subjects that predict future educational success

What core standards, skills, or accomplishments must be achieved to maximize thelikelihood of future success? What are specific goals around these? (For example, 90% of

9th graders will have sufficient credits to graduate on time, or 60% of 4th graders will testproficient on the ELA section of the DC CAS.)

Leading Indicators (20 points): Predictors of future student progress and achievement

95% attendance and re-enrollment rate will demonstrate student and family satisfactionwith the schools mission and an investment in increasing student academic performance

4.CHARTER SCHOOL CURRICULUM

a. Student Learning Standards

All curriculum course offerings will be aligned to Common Core State Standards and/orDCPS Standards in core subjects. The 5th and 6thgrade scholars will take the following courses:

English Literature, U.S. History, Mathematics, Science, Writing, Languages

(Spanish/Chinese), Health & Wellness, and Test Preparation. The 7thand 8thgrade students

will take the following courses:World Literature, World History, Mathematics, Science,

Writing, Languages (Spanish/Chinese), Health & Wellness, and Test Preparation. All subjects

will align with the mission of developing critical thinkers who examine global social, political

and environmental conditions. All students will also take a Focus class which will be taught

by the Leadership Team centered around character building, executive functioning skills,

development of short/long term goals based on data, and the development of leadership skills.

Mathematics, Literature, and Writing will be offered five times a week. Science class will be

supported by physical education class two times a week in order to address health and wellness.

History and Languages will be offered two times week. Test Preparation will occur once a


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week and will incorporate mock testing for standardized tests as well as provide test taking

skills development.

One World Public Charter School will provide a curriculum framework with the necessary

components to ensure strong alignment between the curriculum resources, Common Core

standards, and the mission of the School. Each subject is divided into curriculum units which

will be guided by 21stcentury essential questions that promote critical thinking skills, multiple

intelligence activities, formative and summative assessments, and technology integration.

The Common Core standards define the knowledge and skills students should have from

kindergarten through grade 12. The standards:9

Are aligned with college and work expectations. This will help ensure that studentshave the knowledge and skills necessary to enter college without needing to takeremedial courses.

Are clear, understandable, evidence-based, and consistent. Include rigorous content and application of knowledge through higher-order skills. Build upon strengths and lessons of current District standards. Are informed by other top performing countries, so that all students are prepared to

succeed in our global economy and society.

Common Core standards 5TH-8THGrades10

5thGrade Mathematics

In Grade 5, instructional time should focus on three critical areas: (1) developingfluency with addition and subtraction of fractions, and developing understanding of the

multiplication of fractions and of division of fractions in limited cases (unit fractionsdivided by whole numbers and whole numbers divided by unit fractions); (2) extendingdivision to 2-digit divisors, integrating decimal fractions into the place value system anddeveloping understanding of operations with decimals to hundredths, and developingfluency with whole number and decimal operations; and (3) developing understanding ofvolume.

5thGrade English Language Arts & Literacy

The Common Core State Standards for English Language Arts & Literacy inHistory/Social Studies, Science, and Technical Subjects (the Standards) are theculmination of an extended, broad-based effort to fulfill the charge issued by the states

to create the next generation of K12 standards in order to help ensure that all studentsare college and career ready in literacy no later than the end of high school. As a naturaloutgrowth of meeting the charge to define college and career readiness, the Standards

9National Governors Association Center for Best Practices, Council of Chief State School Officers,(2010).

Retrieved July 15, 2012, from http://www.corestandards.org/.10National Governors Association Center for Best Practices, Council of Chief State School Officers,(2010).

Retrieved July 15, 2012, from http://www.corestandards.org/.


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also lay out a vision of what it means to be a literate person in the twenty-first century.Indeed, the skills and understandings students are expected to demonstrate have wideapplicability outside the classroom or workplace.

Students who meet the Standards readily undertake the close, attentive readingthat is at the heart of understanding and enjoying complex works of literature .Theyhabitually perform the critical reading necessary to pick carefully through thestaggering amount of information available today in print and digitally. They activelyseek the wide, deep, and thoughtful engagement with high-quality literary andinformational texts that builds knowledge, enlarges experience, and broadensworldviews. They reflexively demonstrate the cogent reasoning and use of evidencethat is essential to both private deliberation and responsible citizenship in a democraticrepublic. In short, students who meet the Standards develop the skills in reading,writing, speaking, and listening that are the foundation for any creative and purposefulexpression in language.

5thGrade Science

Scientific Thinking and Inquiry, Science and Technology, Earth Science,Physical Science, and Life Science remain the fundamental principles of thisrearticulating. Scientific progress is made by asking relevant questions and conductingcareful investigations. As a basis for understanding this concept, and to address thecontent in this grade, students should have the opportunity to develop their ownquestions. As part of the scientific process, students should have the opportunity toexperiment, investigate, and problem solve and should keep a notebook to recordobservations. Other activities should be encouraged to develop a sound understandingof content.

6th-12thGrade Mathematics

In Grade 6, instructional time should focus on four critical areas: (1) connectingratio and rate to whole number multiplication and division and using concepts of ratioand rate to solve problems; (2) completing understanding of division of fractions andextending the notion of number to the system of rational numbers, which includesnegative numbers; (3) writing, interpreting, and using expressions and equations; and(4) developing understanding of statistical thinking.

6th-12thGrade English Language Arts & LiteracyThe Common Core State Standards for English Language Arts & Literacy in

History/Social Studies, Science, and Technical Subjects (the Standards) are theculmination of an extended, broad-based effort to fulfill the charge issued by the statesto create the next generation of K12 standards in order to help ensure that all students

are college and career ready in literacy no later than the end of high school.


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One World Public Charter SchoolCharacteristics of the Course Selection and Schedules

Mathematics, Literature, and Writing classes occur 5 times a week 3 hours per day. Science is supported by a Health and Wellness class 2 times a week. Health & Wellness is a course that addresses Physical Education as well as health and

nutrition. History is 3 times a week and Foreign Languages classes are 2 times a week. Whole school assemblies open and close the week, and are student led. Focus class occurs 2 times a week and is taught by the Leadership Team, centering on

character building, executive functioning skills, development of short/long term goalsbased on data, and the development of leadership skills.

1 hours four times a week is allotted for co-planning. Art clinics are 1 hours four days a week Test preparation is integrated into the weekly schedule. Lunch period is divided in two periods to provide time for mentorship and club

activities. Fridays will be early dismissal at 3:00 pm for both professional development and

mandatory academic support for students with below an 80% average.

Sample Schedules Instructional Weekly Schedule: 5THGRADE

Periods Times Monday Tuesday Wednesday Thursday Friday

1st 8-8:25 Assembly Focus Test Prep Focus Assembly

2nd 8:30-9:30 Literature Literature Literature Literature Literature

3rd 9:35-10:35 Writing Writing Writing Writing Writing

4th 10:40-11:40 Science Health &

Wellness

Science Health &

Wellness

Science

5th 11:45-12:45 L U N C H

6th 12:50-1:50 Math Math Math Math Math

7th 1:55-2:55 History Languages History Languages History

8th 3-4:30 Art Clinic Art Clinic Art Clinic Art Clinic Early Dismissal/

Professional

Development


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Sample Instructional Weekly Schedule: 6THGRADE



2nd 8:30-9:30 History Language History Language History

3rd 9:35-10:35 Literature Literature Literature Literature Literature


5th 11:45-12:45 L U N C H


Wellness

Science Health &

Wellness

Science

7th 1:55-2:55 Writing Writing Writing Writing Writing


Professional

Development

Sample Instructional Weekly Schedule: 7THGRADE



2nd 8:30-9:30 Science Health &

Wellness

Science Health &

Wellness

Science

3rd 9:35-10:35 Writing Writing Writing Writing Writing

4th 10:40-11:40 Literature Literature Literature Literature Literature

5th 11:45-12:45 L U N C H

6th 12:50-1:50 History Language History Language History


8th 3-4:30 Art Clinic Art Clinic Art Clinic Art Clinic Early Dismissal

/Professional

Development


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Instructional Weekly Schedule: 8THGRADE



2nd 8:30-9:30 Writing Writing Writing Writing Writing

3rd 9:35-10:35 Math Math Math Math Math

4th 10:40-11:40 History Language History Language History

5th 11:45-12:45 L U N C H

6th 12:50-1:50 Literature Literature Literature Literature Literature


Wellness

Science Health &

Wellness

Science


Professional

Development

b. Resources and Instructional Materials

Based on the educational philosophy, students will be exposed to textbooks,

contemporary materials, and technology-based resources that will provide the students access

to 21stcentury discourse. Due to the international scope, students will be exposed to both

national and international authors and best teaching practices. Standard-based instruction will

be monitored by the Leadership Team, which will give the Instructional Staff assessment data

on individual students reading, writing, and math proficiency in order to inform curricula

decisions. The Principal and Assistant Principal will serve as Curriculum Specialist to provide

teachers with strategies for alignment, cross curricular mapping, and instructional practices

that provide differentiation for diverse learners. The instructional staff will have sufficient

opportunities for co-planning to share materials and strategies. Teachers will have bi-weekly

curricular meetings for instructional coaching, to review effectiveness of resources and

textbooks, and to receive continuous diagnostic reading, writing, and math assessment data.


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Literature & WritingClassroom instruction will be centered on collaborative groups. The scaffolding needs of

ELL and special needs students and students who are functioning below grade level will

especially addressed in this structure. Individualized Learning Plans will inform the

instructional staff and learning specialist the areas of need and will allow for greater supportand re-teaching possibilities. Conversely, cooperative groups comprising student who scores at

or near Proficient level will be able to go further in their work via extension activities and

advanced reading. Students will have literacy Block 2 hours a day of Literature and Writing

Workshops for a total of 120 minutes a day. The Literature Block will expose students to a

global platform of ideas that in alignment with the mission of the school. Classroom will be

literacy rich to promote continued vocabulary acquisition to translate into the writing

workshops. The following reading comprehension skills will be promoted via the exposure of

rich literature:

Author's Purpose Cause and Effect Compare and Contrast Context Clues Drawing Conclusions Facts and Opinions Idioms - Figurative Language Inferences Point of View

Summarizing

Students will be exposed to the following novels, autobiographies, and fictional books: The Shakespeare Stealer by Gary Blackwood. Before We Were Free by Julia Alvarez The Other Half of My Heart by Sundee T. Frazier Around the World in 80 Days by Jules Verne Animal Farm, by George Orwell The Other Side if Blue by Valerie O Patterson Persepolis by Marjane Satrapi The House on Mango Street Sandra Cisneros

Just Give Me a Cool Drink of Water Maya Angelou The Diary of a Young Girl Anne Frank To Kill a Mockingbird Harper Lee The Talking Earth Jean Craighead George Things Fall Apart by Chinua Achebe


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Reading and Writing WorkshopsLiteracy Circles will be established as a tool for addressing the Common Core State

Standards. The selection of literature will provide deep reading for understanding, critical

analysis, and direct students to provide evidence on which to draw conclusions. Due to the co

planning with the Literature and Writing teachers, writing workshops will provide both formaland informal responses to reading comprehension. By layering instructions students will have a

more in depth understanding of the text as well as the opportunity to articulate higher Blooms

Taxonomy skills. In addition students will be taught explicit skills on the mechanics of writing

ie vocabulary, grammar, spelling in order to increase their capacity as writers. Furthermore,

student will be celebrated on their dedication to their personal reading goals as reading

revolutionaries whereby selections must span all continents in order to address global issues.

Middle School ReadingFollowing the precedent of most Public Charter Schools for Middle Schools, One World

Public Charter Schoolwill use a literature-rich basal program, McDougal Littells Language of

Literatureand the accompanying Language Network,as resources for delivering the standards.

We will focus on common themes that will be address in all content subjects. In order to

increases literary analysis as well as writing skills students will be able articulate connections

in order to increase retention and provide a richer learning experience. The literary circles

support the multiple intelligence classroom and cooperative learning standards. The flexibility

of grouping supported by internal assessment data will provide students the ability to receive

remediation or extension activities for more fluent readers. By positioning a learning specialist

in the classrooms of need students working below grade-level will benefit from additional

scaffolding.

MathematicsOne World Public Charter Schoolmathematics curricula will be based on cooperative

model whereby students solve problems and increase understanding of new concepts while

working in teams. Mathematics is a course that requires an understanding of terminology andtherefore instruction must unpack the language associate with the course. Math instruction will

be guided and supported but will ultimately reinforce the independent scholar. Instruction in

math class is standard based and follows the curriculum to ensure that higher level students

(who scored at, above. Or near Proficient level on the DCCAS) are successful and that lower

level students (who scored at or near the Below Basic level) are not kept from focusing on


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ScienceSince One World Public Charter Schoolsmission has a global context, examining certain

countries methodology and pedagogy can provide additional examples of international best

practices. In an article called The Children Must Play by Samuel E Abrams, he describes

The Finnish approach to pedagogy is also distinct. In grades seven throughnine, for instance, classes in sciencethe subject in which Finnish students havedone especially well on PISAare capped at 16 so students may do labs eachlesson. And students in grades one through nine spend from four to elevenperiods each week taking classes in art, music, cooking, carpentry, metalwork,and textiles. These classes provide natural venues for learning math and science,nurture critical cooperative skills, and implicitly cultivates respect for peoplewho make their living working with their hands.13

Therefore by creating cross curricula connections between math and science and then

reinforcing concepts during the 1 hour art clinics in the afternoon students will increase

competencies in these subjects. Weekly Labs will also provide hands on application of concepts

and provide foundation skills for group projects and the participation in local Science Fairs. In

addition community partnerships with Tiger Woods Learning Center, NASA, and the

Smithsonian will provide students with additional resources for exploratory learning. The

science curricula will enhance students analytical and reasoning skills via investigation and

experimentation. Following the mission of the school science will combine environmental

activism as well as focus on health and wellness. Students will also study the unique ecosystems

that develop in urban environments and how land use in cities impacts the organisms that livethere. Students will have opportunities to explore various habitat and life forms as well as

mans impact on the environment. The Health and Wellness course will happen twice a week to

address issues of nutrition, physical development, and all the aspects of wellness including

physical, emotional, social, mental, cultural and environmental wellness. Student will take

courses in traditional martial arts, as well as Capoeira, and South African boot dance to address

the importance of developing and maintaining a healthy lifestyle as well mental discipline.

13 Abrams, S. (2011, January 28) The Children Must Play. Retrieved September 20, 2012, from

http://www.newrepublic.com/article/politics/82329/education-reform-Finland-US


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History

The goal of the History curriculum is to help create historically literate and well

informed students who have understanding of how history has impacted their current

existence. The course will provide students the ability to use the lens of the past to develop

essential questions concerning power, identity, freedom and security, and culture. Students will

use various forms of historical evidence from primary to secondary sources, interviews by

historians, documentaries, music and art to further provide a window into the past. Students

will participate in exploratory activities that utilize the countless resources within Washington

to the East Coast corridor whereby museums, libraries, and historical sites will be part of their

extended classroom. Continuing with the Houghton Mifflin Series for 5thgrade, and McDougal

Littells World History and World Cultures and Geographyseries for grades 6-7, and McDougal

Littells Creating Americaseries for grade 8th. In addition to provide an additional international

component students will utilize Caribbean a text by Dr Arthur Lewin to address issues of the

Diaspora. The curricula will be guided by theses essential questions;

How do institutions within a society gain and use power? How do political systems manage and share power among its members? What is the relationship between economic systems and political systems? How do political systems shape economic and social systems? How are political systems shaped by economic and social systems? How did democratic systems develop out of autocratic systems?

These questions will span the study of U.S. History, Ancient History, World Cultures,and contemporary events. As students contribute to discourse from their school to community

to the world through applied service learning both locally and internationally, linked in

particular to the social studies curriculum, students will begin to understand their own value,

self-concept, and sense of accountability. In addition, each grade level will be assigned a

performance-based project for which they will conduct research and create a product that will

benefit a particular region, people, cause, etc from building housing in New Orleans, to planting

trees in low income neighborhoods in Washington DC, to helping Habitat for Humanity

abroad.


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Foreign Languages

In an effort to equip our students to be competitive on an international platform One

World Public Charter Schoolwill offer both Spanish and Chinese. Spanish has been chosen as one

the leading languages both locally as well as in the United States. Student will receive

instruction in Spanish twice a week for one hour. Students will receive instruction in

vocabulary, basic conversations, grammar, and be introduced to Spanish literature ie poetry and

basic novels. They will participate in cultural enrichment presentations, excursions, and the 8th

grade will culminate in an abroad trip for a true immersion experience. Student will be exposed

to the music, food, and art from Salsa, to poetry by Pablo Neruda, to service learning projects

in Adams Morgan and Mount Pleasant. Chinese will also be offered because it is a language for

the 21stcentury. From the Yu Ling PCSs educational philosophy the research states that

Chinese is spoken by one in five people on the planet. As our economicconnections to China strengthen and our political destinies become moreintertwined, Chinese is increasingly being identified as an importantinternational language. In 2005, the National Security Language Initiativedesignated Chinese as a "critical need" language. 14

Chinese will be offered twice a week for 1 hour whereby students will learn basic vocabulary,

conversation, and character writing. Student will also be exposed to the history and literature

of Asia, arts, and music to provide a holistic approach to this foreign language. Also students

will participate in a martial arts component to the class to provide kinesthetic understanding of

the culture.

Art Clinics

The mission of the One World Public Charter schoolis to develop scholars who are able

utilize artistic expression as well as rigorous academic discourse. Students will be engaged in

art clinics four days a week for 1 1 /2 hours per day which will be led by community artists.

The classes that will be provided will be within four art departments: dance, theater, visual arts,

and music. The importance of arts was described in the Sidwell Friends 2005 Challenge

Long Range Priorities drafted in November 2011 as;The pace at which knowledge is advancing and establishing practices are beingchallenged make the role of arts in making sense of the human condition morerelevant than ever before, allowing us to connect our imaginations to ourcommon human experience through the universal language provided us by thearts. The arts cultivate self-expression, self-discipline, teamwork, creativity, and

14Washington Yu Ying. Retrieved September 20, 2012, from http://washingtonyuying.org/


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aesthetic literacy-qualities that will prepare out students to adapt more ably torapid social and technological changes in the 21stcentury.

Students will participate in two community performance as part of the organization goals to

increase community involvement and service. In addition the art departments will produce;

weekly assemblies, 1 street theater demonstration, four fundraisers, and one outreach program

abroad.

The Music department will offer: drumming, piano, guitar, and voice. The Visual Arts department will offer: painting, graffiti art, textile design, and

digital art. The Dance department will offer: ballet, modern, jazz, and Capoeira The Theater Arts department: script writing, set design, and costume design

c. Methods of Instruction:

It has been shown that Direct Instruction is a style of instruction that is not compatible

to the contemporary mind frame of the children of the 21st century. Ninety-eight percent of

children cannot process using auditory skills and therefore cannot retain information by simply

listening. Students have short attention spans, social emotional issues, and poor auditory skills

and as result behaviors will manifest within the classroom. Students exposure to pop media,

video games, and changing life environments causes increased distractibility and feelings of

disillusionment with education. The methods of instruction that will be utilized will based on

the schools Educational philosophy of using multiple intelligence based classrooms that cater

to diverse learners. The Individualized Learning Plans will provide the framework of data to

address the needs of the anticipated student population. Teachers will be trained and observed

on a weekly basis on the various contemporary instructional strategies such as;

Whole-Brain Learning uses techniques that integrate the synthetic and imaginativebrain skills with the analytical and language skills. Simple strategies can make betteruse of the whole brain and can dramatically improve learning and performance skills. 15

Student Learning Inventories as the basis to parallel scope of work Develop a therapeutic milieu within the classroom by creating safe dialogue that

addresses social emotional needs of the student

Implementation of Black Board Configurations (BBC) Agendas- Clearly Defined Behavior Management System Exploratory Learning Opportunities where learning is done beyond the parameters of

the classroom Use of data driven instruction-biweekly/mthly/yearly assessments

15Holistic Education Network, Education with an Holistic Perspective... Retrieved February 2, 2012, from

www.hent.org


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In order to achieve a quality of teaching and instruction that ensures high quality

learning, progress and achievement the following measures must be evident;

The entire school community supports high academic expectations

Continuous exposure to a rigorous academic discourse Teachers use classroom assessments to determine effectiveness of their teaching Instructional approach demonstrates current educational research which contributes to

higher order thinking, project based opportunities, and student centered dialogue Based on intense instructional observations teacher professional development is

targeted and differentiated A culture of continuous improvement applies to all stakeholders from student to parent

to school community

The methods and systems teachers will use to provide instruction to meet the needs of all

students via the Multiple Intelligence Model, Cooperative Learning, and a Successful

Inclusionary Model. The Multiple Intelligence Model impacts learning via three components

Curriculum, Instruction, and Assessment.

Curriculum:Traditional schooling heavily favors the verbal-linguistic andlogical-mathematical intelligences. Gardner suggests a more balancedcurriculum that incorporates the arts, self-awareness, communication, andphysical education.Instruction:Gardner advocates instructional methods that appeal to all theintelligences, including role playing, musical performance, cooperative learning,reflection, visualization, storytelling, and so on.Assessment: This theory calls for assessment methods that take into account

the diversity of intelligences, as we as self-assessment tools that help studentsunderstand their intelligences.16

Cooperative Learning will be the model of instruction throughout both content classes

as well as art clinics. This method of learning develops the whole student and establishes an

ethos in the classroom that creates connections between content and peer relationships. This

model stimulates in depth learning, active dialogue, and benefits the group over individualistic

needs. Cooperative groups can be identified using the ILP data whereby learning can be

exploratory via similar methodologies of learning. Johnson , Johnson & Houbec stated in an

article called Cooperation and Competition, 1991 that Cooperative Learning promotes:17

16Theory of multiple intelligences August 27, 2012, fromhttp://en.wikipedia.org/wiki/Theory_of_multiple_intelligences.

17Johnson, D . (199&) Cooperative Learning Two heads learnbetter than one. Retrieved September 10, 2012, from

http://www.context.org/iclib/ic18/johnson/.


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Higher achievement and increased retention More frequent higher-level reasoning Deeper-level understanding, and critical thinking Greater achievement motivation and intrinsic motivation to learn Greater social competencies

More positive attitude toward subject areas, learning, and school

Successful Inclusion will be the foundation by which special education services are

provided but are also based on the premise of the mission of the school which promotes

interconnectedness. The academic and social emotional needs of all students will be assessed

and monitored and appropriate structures will be provide in order to maximize learning

potential of the whole vs the few. With the support of the learning specialist in the classroom

and the pre and post collaborative planning with the content specialist, the instructional teams

will have knowledge and methodology to address the multi-level population of students.

d.

Students with Exceptional Needs:

Identify students with disabilities

At One World Public Charter School, we will be in compliance with IDEA utilizing the

inclusionary model. The inclusion model promotes differentiated instruction, acceptance and

flexibility, and more experimental inductive hands on learning. The role of the Special

Educator and General Educator would overlap with the general education setting with

additional specialized instruction within the general ed classroom. Each student with anIndividualized Educational Plan (IEP) will undergo a 30 day observation period as well as in

house assessments in order to provide a comprehensive picture of the students academic

potential. All IEP meetings will occur after this 30 day period in order for the team to

determine that placement at One World Public Charter Schoolqualifies as the LRE (Least

Restrictive Environment)

Early Identification

All students entering One World Public Charter School will receive comprehensive in

house assessments in order to develop the Individualized Learning Plans. Therefore students

with academic concerns will be identified at the beginning the school year and support

structures will be provided and when necessary additional assessments will be conducted via a

Student Support Team process. The Student Support Teams are school based teams that are


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responsible for identifying the academic, behavioral, social emotional needs for students who

are faced with challenges that will impede their success. This pre-referral intervention process

is in compliance with response to intervention and IDEA legislation to address students needs

prior to assessment for special education. The team will conduct observations of the student in

need both in the classroom and outside of the classroom in conjunction with home visits and

family interviews. This multi-disciplinary approach will provide a more holistic view of the

student and all variables that are impacting learning.

Role of Special Educator and General Educator

The schools plan for providing a continuum of services for students requiring levels 1

to 4 will be based on inclusionary model where both the Special Educator and General

Educator work in tandem. The role of the Special Educator will serve as the process expert ielearning specialist. The learning specialist will provide a variety of instructional strategies,

modifications, and adaptations to accommodate special needs. The learning specialist will

integrate IEP objectives into curricula instruction as well as maintain narratives on a weekly

progress. The learning specialist will develop innovative and effective activities to instruct

content, provide reciprocal consultation, and promote student centered behavior management.

The General Educator will serve as the content expert. The General Educator will facilitate

instruction of content and will attend regular planning and training sessions with the learning

specialist in order to maintain compliance with the IEP objectives. The general educator will

consult the learning specialist for modifications and accommodations for lesson delivery and

assessments.

Special Education Services

Additional services will be provided by contracted service providers from speech

therapist, occupational therapist, and psychologist. The therapist will provide additional

classroom consultation and professional development training workshops as well as direct

services outlined in the IEPs. Learning Specialist and Service providers will also provide

weekly narratives and quarterly IEP report cards to ensure progress on IEP objectives. IEP

goals that are not mastered during the school year will be re-evaluated annually and revised or

included in the scholars IEP.


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504 Plans Identification and Services

Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, specifies

that no one with a disability can be excluded from participating in federally funded programs or

activities, including elementary, secondary, or post-secondary schooling. Disability can include

physical impairments, illness or injuries; communicable diseases; chronic conditions like

asthma, allergies, and diabetes, and learning problems.18A 504 plans and service will define the

modifications and accommodations that will be needed for the student to have an opportunity

to perform at the same level as their peers.

e. English Language Learners

One World Public Charter School will use theAssessing Comprehension and

Communication in English State-to State (ACCESS) Test for English Language Learners toassess a scholars English proficiency. The program developed for the ELL student will be

based on the assessment data which will provide English language learners with instruction in

core curriculum while providing instruction in language acquisition for English. The school

will adapt the WIDA standards for English Language Learners and incorporate them into the

curriculum in every core content area. The WIDA standards focus on academic content

language and not only on oral communication; but on listening, speaking reading and writing.

In addition the recruitment of teaches will ensure highly qualified bilingual teachers. In

addition ELL teachers will provide inclusionary and pull out services to support ELL students.

One World Public Charter Schoolwill also ensure effective communication with families who are

not English speakers by consistently providing translators at school functions, parent teacher

conferences, and with all written correspondence.

f. Strategies for Providing Intensive Academic Support

One World Public Charter Schooleducational philosophy is based on rigorous in house

assessment to inform instruction. Therefore students who are substantially below grade level

in reading and mathematics will be identified within the first 2 weeks of school. There will be

many opportunities for scholars to receiving additional academic support from instructional

staff, via university partnerships, and peer tutoring. Scholars that are identified in need for

18Your Rights Under Section 504 of the Rehabilitation Act

(H-8/June 2000 revised June 2006 - English) Retrieved October 1, 2012, from

http://www2.ed.gov/about/offices/list/ocr/504faq.html


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academic intervention based on in house assessment, DC CAS scores, or based on quarterly

report cards will be placed on academic probation and receive tutoring every Friday for 2 hours

in addition to one on one instruction from their teachers before school, at lunch, and after

school. The schools Positive Behavior Plan will also provide extrinsic motivation for improved

performance and sustained effort on monthly, quarterly, and annual basis.

g. Strategies for Meeting the Needs of Accelerated Learners:

All students at One World Public Charter Schoolare held to a rigorous academic standard

in order to achieve our mission. In order to address the needs of students who are above grade

level in readingand mathematics, Pre-AP courses will be offered.Pre-AP courses are on-grade

level academically advanced courses designed to challenge motivated students to understand

rigorous content. The coursework requires students to engage in independent and analyticalassignments and to complete a substantial amount of work outside of class. In addition

partnerships with Sidwell Friends and George Washington University will allow provide

outside resources, internship opportunities, and additional professional development geared

toward accelerated learners.

5. GRADUATION/PROMOTION REQUIREMENTS

All scholars at One World Public Charter Schoolare held to high academic standards and

several support structures will be provide to ensure success. All scholars must demonstrate

mastery in all core subjects ie Literature, Writing, Mathematics, Science, History as well as

competency in languages, health and wellness, and arts.

The criteria a student must meet to be eligible for promotion the school is:

Earn a C- or higher in all core subjects Complete Service Learning Project

The criteria a student must meet to be eligible for graduation at 8thfrom the school is:Earn a C- or higher in all core subjectsComplete Service Learning ProjectComplete Passion Project and receive C- or higher


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6. SUPPORT FOR LEARNING

a. Family Involvement

The Schools philosophy of home integration is based on the premise that by increasing

parental accountability, creating opportunities to make assessable data via individualized

learning plans, and valuing family insight and contributions student achievement will increase.

The parental contract will provide clear policies and practices which will support

parent/guardian involvement and contributions to learning. In order to maximize the

partnership between school and families an orientation timeline will provide the framework

consist to the mission of the school. Parental involvement will have several components that

will total to a 20 hour yearly commitment with 50% non-Academic and 50% Academic of the

following components:

In class assistance Field trip supervision Homework Log signatures Parent workshops Attendance to parent teacher conferences Attendance to Family Orientation

Home Visit

The first components are home visits as sited in article DC Public Schools Reinvent the

Home Visit by Kavitha Cardoza stated

For years, many parents of children in D.C. Public Schools have felt unwelcome.Interaction with parents was almost always one-way: teachers telling parentswhat they should know. But multiple research studies have found benefits offamily engagement on a child's academic performance, resulting in higher testscores, better attendance and improved graduation rates. Multiple researchstudies have found that the benefits of family engagement on a child's academicperformance are "consistent, positive and convincing." It leads to higher testscores, better attendance and improved graduation rates.19

Home Visits will be conducted by the students homeroom teachers who will provide the

assessment data to families and the presentation of the individualized learning Plans. In

addition the teachers will discuss the mission of the school and the philosophy of home

integration. The homeroom teachers will also provide resources for reinforcement of skills,

suggestions from learning style inventories, and suggested elements for study environments all

19Cardoza, K. (2012, December 7) D.C. Public Schools Reinvent The Home Visit. Retrieved April 2, 2012, from

http://wamu.org/programs/metro_connection/12/12/07/dc_public_schools_reinvent_the_home_visit


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